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Lincoln School

Public | PK-5 | 698 students

 

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4 stars

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2014:
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2013:
Based on 1 rating
2012:
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2011:
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14 reviews of this school


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Posted January 4, 2013

I used to go to Lincoln Elementary School and let me tell you that was the best academic experience of my life! I was in the Scholastic program and we took many educational yet fun field trips. The teachers are very involed with the students and push them to do harder. After I finished my fifth grade year in Lincoln I premoted to the sixth grade at Slade Middle. I was the most experienced student and I knew the material well for my elementary teachers had already taught us the material. Lincoln School helped me to get good grades in middle school and remain on the honor roll. I stongly recommend you send your child to Lincoln School. It's probably the best elementary school in New Britain!


Posted June 15, 2010

My son just finished Kindergarten @ Lincoln & he loved it. His teacher was great, caring, & kept channels of communication open all year. She had 24 children in her class but still there was order. He was one of the best readers in his class, actually read on 2nd grade level. But I also did a lot of work @ home with him, we read 3 books a night since he was2 yrs old. Twice weekly we went to the library. Once weekly we went to a children's museum or event. I set high expectations so he has a clear definition of what he needs to do. Now he is going into the Scholastic Academy for 1st grade. These teachers cannot raise our children, we need to meet them half way.
—Submitted by a parent


Posted September 28, 2009

My Daughter is enrolled in the Scholastic Academy at Lincoln School. Im very happy they can acknowledge the advanced children and take action.
—Submitted by a parent


Posted August 1, 2009

Pre school teachers are soooooooo nice here. My son finishes his pre school education this year in Lincoln school. He has learned a lot from here.
—Submitted by a parent


Posted July 28, 2009

It seemed as though my daughter was more of a test subject rather than getting a good formal education. That's why we are moving her to another school
—Submitted by a parent


Posted November 1, 2008

im a proud ex-student from lincoln school n i loved it the teachers were so NICE i missed that school a lot... the penpals project is awsome!!!!!!!! i learned all the english i know from there...
—Submitted by a student


Posted August 9, 2008

I went to this school years ago and am glad I took my children out of this school.The teacher's are wonderful but the principal has a lack of support for children and parents.She cares more about her self than her school.The children aren't learning up to there potential.
—Submitted by a parent


Posted April 2, 2007

The children have all done well at Lincoln. There are many excellent teachers there. Working with the children at home and encouraging reading were critical to each child's success. Parents need to be actively involved in the learning process and the school community. Lincoln School provides an excellent opportunity for children to learn and working with children at home provides insurance for each child's success!
—Submitted by a parent


Posted March 28, 2007

My son is finishing out his first year at Lincoln. We came to Lincoln because we were unhappy with the parochial school that he went to last year. He did not like it there because he said that the teachers were mean. This year, his teacher is super. She uses positive reinforcement as discipline; she takes away privileges when she has to. But she is fair and caring towards her students. We feel that the teachers at Lincoln are excellent. If there was one thing I would change it would be to have a higher level of parent involvement. There are so many ways you can be involved at this school and the kids love it when a parent comes in to help. The school makes it easy to visit and volunteer through the Parent Room and the parent volunteer organizer. There are always concerts to attend and great workshops.
—Submitted by a parent


Posted June 14, 2006

My child has attended Lincoln this year and I am not impressed. There are on average 21-25 children per classroom, and no gifted programs unless you are of low income. I live in the school neighborhood and because I make too much money (that's funny) My child who is considered gifted is not able to be placed in the gifted program. By the way I am a single mother. I don't consider myself at a high income level, but education is VERY important to me regardless of what my socio-economic class is. Not to mention, next year all special education students will be integrated into the regular classroom. Neither the Sp-Ed students or the other students will be able to get the attention and education they need and deserve. I am currently looking into moving out of this town or putting my child in a private school where her needs will-be-met.
—Submitted by a parent


Posted March 14, 2006

Linclon is in the best neighborhood in New Britain. If more people in the neighborhood sent their children there, it would bring the test scores up. Many people in the area send their children to private schools and therefore that leaves room at Lincoln for many out of district children (the children coming from smalley and diloreto magent school districts). There are some good teachers at Lincoln and many great kids. Lincoln is also one of the schools that has a biligual program which children who do not speak English still have to be tested. Again if more people in the neighborhood sent their children there, there would not be enough room for kids from other neighbordoods. Lincoln should not have a bad reputation just because of some low performing students. Many students go on the middle and high school and do great. Parent of children at Lincoln
—Submitted by a parent


Posted November 24, 2004

The problem with the school is that it needs to follow 'guidelines'. Bilingual education hurts our students. It has been proven in california and proven with out test scores. The liberal ways just do not work. We need to take a step back. Let's also throw most of the blame on parents or lack there of. Parents do your job. Do not have a child if you cannot raise it ethically. The school does have good and caring teachers....That work with 25 students per class, some of which are special ed. Not an easy task. My children will attend this diverse school and i will be responsible for most of their education. If they fail then i fail. The lack of parent involvement does not help the school either. If you are a parent then get involved in your childs education. Do not expect the teachers to raise our children.
—Submitted by a parent


Posted June 18, 2004

I find it hard to believe that a parent (such as the one that left the last message) would love a school who's scores are as low as posted. A score of 13 in reading and 14 in math? Who in their right mind would send a child to a school just because she made friends with a few teachers? Myself, I'm concerned with what my child is learning and if the school they are attending is actually teaching them something. It's parents like these that help make no difference what so ever with our school systems.
—Submitted by a parent


Posted March 10, 2004

My son attended for kindergarten and he absolutely loved it. The teacher was wonderful. I now live out of state and its been a year and not a day goes by that he doesnt ask to go back to lincoln. If I could I'd go back in a heartbeat. The staff really listens to you and their always there for you as well as the students and knowing that they care so much about their students and are willing to help at any times means so much to me.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 67% in 2012.

113 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
35%

2010

 
 
31%

2009

 
 
62%
Reading

The state average for Reading was 59% in 2012.

110 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
26%

2010

 
 
21%

2009

 
 
41%
Writing

The state average for Writing was 63% in 2012.

115 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
39%

2010

 
 
31%

2009

 
 
59%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

Source: Connecticut Department of Education

Math

The state average for Math was 68% in 2012.

48 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
54%

2010

 
 
52%

2009

 
 
72%
Reading

The state average for Reading was 64% in 2012.

48 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
44%

2010

 
 
50%

2009

 
 
75%
Writing

The state average for Writing was 65% in 2012.

48 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
51%

2010

 
 
47%

2009

 
 
81%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

Source: Connecticut Department of Education

Math

The state average for Math was 72% in 2012.

61 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
57%

2010

 
 
62%

2009

 
 
51%
Reading

The state average for Reading was 68% in 2012.

61 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
50%

2010

 
 
55%

2009

 
 
40%
Science

The state average for Science was 64% in 2012.

62 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
48%

2010

 
 
55%
Writing

The state average for Writing was 68% in 2012.

62 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
58%

2010

 
 
45%

2009

 
 
51%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

Source: Connecticut Department of Education

Math

All Students27%
Female28%
Male25%
Blackn/a
Asian Americann/a
Hispanic19%
White40%
Economically disadvantaged25%
Not economically disadvantaged31%
Students with disabilitiesn/a
Students without disabilities28%
English language learners5%
Proficient in English32%

Reading

All Students30%
Female29%
Male31%
Blackn/a
Asian Americann/a
Hispanic16%
Whiten/a
Economically disadvantaged26%
Not economically disadvantaged42%
Students with disabilitiesn/a
Students without disabilities31%
English language learners0%
Proficient in English37%

Writing

All Students44%
Female52%
Male35%
Blackn/a
Asian Americann/a
Hispanic35%
White55%
Economically disadvantaged39%
Not economically disadvantaged58%
Students with disabilitiesn/a
Students without disabilities47%
English language learners14%
Proficient in English51%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

The different student groups are identified by the Connecticut Department of Education. If there are fewer than 10 students in a particular group, the state doesn't report data for that group.

Source: Connecticut Department of Education

Math

All Students56%
Female48%
Malen/a
Blackn/a
Asian Americann/a
Hispanic67%
Whiten/a
Economically disadvantaged58%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities56%
English language learnersn/a
Proficient in English56%

Reading

All Students58%
Female59%
Malen/a
Blackn/a
Asian Americann/a
Hispanic57%
Whiten/a
Economically disadvantaged65%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities58%
English language learnersn/a
Proficient in English58%

Writing

All Students69%
Female76%
Malen/a
Blackn/a
Asian Americann/a
Hispanic62%
Whiten/a
Economically disadvantaged68%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Students without disabilities69%
English language learnersn/a
Proficient in English69%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

The different student groups are identified by the Connecticut Department of Education. If there are fewer than 10 students in a particular group, the state doesn't report data for that group.

Source: Connecticut Department of Education

Math

All Students53%
Female47%
Male59%
Blackn/a
Asian Americann/a
Hispanic40%
Multiracialn/a
Whiten/a
Economically disadvantaged38%
Not economically disadvantaged81%
Students with disabilitiesn/a
Students without disabilities52%
English language learnersn/a
Proficient in English68%

Reading

All Students46%
Female47%
Male44%
Blackn/a
Asian Americann/a
Hispanic32%
Multiracialn/a
Whiten/a
Economically disadvantaged38%
Not economically disadvantaged62%
Students with disabilitiesn/a
Students without disabilities47%
English language learnersn/a
Proficient in English60%

Science

All Students48%
Female44%
Male54%
Blackn/a
Asian Americann/a
Hispanic33%
Multiracialn/a
Whiten/a
Economically disadvantaged34%
Not economically disadvantaged76%
Students with disabilitiesn/a
Students without disabilities50%
English language learnersn/a
Proficient in English64%

Writing

All Students52%
Female65%
Male36%
Blackn/a
Asian Americann/a
Hispanic42%
Multiracialn/a
Whiten/a
Economically disadvantaged46%
Not economically disadvantaged62%
Students with disabilitiesn/a
Students without disabilities53%
English language learnersn/a
Proficient in English68%
Scale: % level 4 or 5

About the tests


In 2011-2012 Connecticut used the Connecticut Mastery Test (CMT) to test students' skills in reading, writing and math in grades 3 through 8, and in science in grades 5 and 8. The CMT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Connecticut.
Beginning in the 2009-2010 school year, the Connecticut Department of Education implemented new definitions of what it means to be proficient on the CMT test. The new standards for proficiency are higher than in previous years and the percent of students earning a proficient score is expected to be lower as a result of this change.

The different student groups are identified by the Connecticut Department of Education. If there are fewer than 10 students in a particular group, the state doesn't report data for that group.

Source: Connecticut Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2011-2012 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 63% 19%
White 20% 62%
Black 12% 13%
Asian 3% 4%
American Indian/Alaska Native 1% 0%
Two or more races 1% 1%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 73%N/A34%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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145 Steele St
New Britain, CT 06052
Phone: (860) 229-2564

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